Astronautics. Astronautics

Transcription

1 Scouts Current requirements Angler Health and safety 1. Know the water safety rules and the appropriate precautions to be taken when fishing from the bank or shore, or from a boat. Understand the dangers of wading in fresh water and shore fishing in the sea and the precautions to be taken. 2. Know the basic hygiene precautions to take when fishing. Angling craft 3. Go fishing in fresh or salt water on at least six occasions, recording the following: numbers caught species and size of fish method, tackle and bait used weather and water conditions Discuss the trips undertaken. 4. Explain the signs of stress in fish. Know the Environment Agency emergency hotline number. Tackle and techniques 5. Understand why it is important to discard used tackle properly. 6. Choose one of the following activities: a. Cast with beach fishing tackle a distance of 45 metres. b. Cast a ledger and float tackle into a 1 metre circle at least three times out of six at nine metres range. c. Cast a trout fly on a fly line into a 3-metre circle at least three times out of eight at 11-metre range. 7. Demonstrate how to set up one of the following sets of tackle: waggler rig swim feeder rig fly cast spinning rig New requirements Angler Health and safety 1. Know the water safety rules and the appropriate precautions to be taken when fishing from the bank or shore, or from a boat. Understand the dangers of wading in fresh water and shore fishing in the sea and the precautions to be taken. 2. Know the basic hygiene precautions to take when fishing. Angling craft 3. Go fishing in fresh or salt water on at least six occasions, recording the following: numbers caught species and size of fish method, tackle and bait used weather and water conditions Discuss the trips undertaken. 4. Explain the signs of stress in fish. Know the Environment Agency emergency hotline number. Tackle and techniques 5. Understand why it is important to discard used tackle properly. 6. Choose one of the following activities: a. Cast with beach fishing tackle a distance of 45 metres. b. Cast a ledger and float tackle into a 1 metre circle at least three times out of six at nine metres range. c. Cast a trout fly on a fly line into a 3-metre circle at least three times out of eight at 11-metre range. 7. Demonstrate how to set up one of the following sets of tackle: waggler rig swim feeder rig fly cast spinning rig

2 shore fishing rig beach casting rig 8. Explain the importance of: a. handling fish with care and releasing them carefully b. using a lower strength hook link when coarse, game or sea fishing 9. Explain the importance of the one of the following activities: a. setting a keep net correctly b. how to use a priest to dispatch fish quickly Know your fish 10. Be able to identify each of the species in one of the following groups: a. bass, cod, flounder, grey mullet, and mackerel b. roach, perch, chub, common carp and tench c. grayling, brown trout, rainbow trout and salmon 11. Have knowledge of the habitat and feeding behaviour of the fish identified and know suitable baits, flies, lures and hook sizes. Administration and law Complete the requirements from either of the options below: 12. Freshwater fishing a. Know the dates of the fresh water season and size limits of freshwater fish in the areas in which they fish. b. Be able to explain why licenses and permits are required for fishing and know the age at which a national rod license is required. c. Know the location of the local fishing club and any waters they may control. 13. Saltwater fishing a. Know the size limits of saltwater fish in the areas in which they fish. b. Be able to explain why licences and permits are required for fishing and know the age at which a national rod licence is required. c. Know the location of the local fishing club and any waters they may control. shore fishing rig beach casting rig 8. Explain the importance of: c. handling fish with care and releasing them carefully d. using a lower strength hook link when coarse, game or sea fishing 9. Explain the importance of the one of the following activities: c. setting a keep net correctly d. how to use a priest to dispatch fish quickly Know your fish 10. Be able to identify each of the species in one of the following groups: a. bass, cod, flounder, grey mullet, and mackerel b. roach, perch, chub, common carp and tench c. grayling, brown trout, rainbow trout and salmon 11. Have knowledge of the habitat and feeding behaviour of the fish identified and know suitable baits, flies, lures and hook sizes. Administration and law Complete the requirements from either of the options below: 12. Freshwater fishing a. Know the dates of the fresh water season and size limits of freshwater fish in the areas in which they fish. b. Be able to explain why licenses and permits are required for fishing and know the age at which a national rod license is required. c. Know the location of the local fishing club and any waters they may control. 13. Saltwater fishing a. Know the size limits of saltwater fish in the areas in which they fish. b. Know the location of the local fishing club and any waters they may control.

3 Astronautics Complete the 1. Explain the purpose of space exploration including: historical reasons immediate goals in terms of specific knowledge benefits related to Earth resources, technology, and new products 2. Chose one topic below and with it undertake option one or two: a. a commercial or scientific rocket (Ariane, Delta, Soyuz, Proton, Zenit, etc) b. the NASA Space Shuttle c. the International Space Station d. a specific satellite (eg Envisat, Cassini, Aurora, etc) e. an unmanned space probe Option one Describe the topic's primary mission purpose; explain the functions of the component parts, together with a brief history and accomplishments of a specific mission and what was learned from that mission. Option two Build a scale model of or about the topic, either from a commercial kit, or from plans available from the Internet or model clubs and shops. 3. Discuss and demonstrate two of the following: a. the law of action-reaction in the context of rockets and zero or low-gravity environments b. how rocket engines work, and their liftoff and re-entry procedures c. how satellites stay in orbit and the different types of orbits they use d. how satellite pictures of the Earth, planets and their moons are made and transmitted 4. Complete all of the activities in one of the following alternatives: Alternative A - Rocketry 1. Explain the safety code for rocketry and be Astronautics Complete the 1. Explain the purpose of space exploration including: historical reasons immediate goals in terms of specific knowledge benefits related to Earth resources, technology, and new products 2. Chose one topic below and with it undertake option one or two: a. a commercial or scientific rocket (Ariane, Delta, Soyuz, Proton, Zenit, etc) b. the NASA Space Shuttle c. the International Space Station d. a specific satellite (eg Envisat, Cassini, Aurora, etc) e. an unmanned space probe Option one Describe the topic's primary mission purpose; explain the functions of the component parts, together with a brief history and accomplishments of a specific mission and what was learned from that mission. Option two Build a scale model of or about the topic, either from a commercial kit, or from plans available from the Internet or model clubs and shops. 3. Discuss and demonstrate two of the following: a. the law of action-reaction in the context of rockets and zero or low-gravity environments b. how rocket engines work, and their liftoff and re-entry procedures c. how satellites stay in orbit and the different types of orbits they use d. how satellite pictures of the Earth, planets and their moons are made and transmitted 4. Complete all of the activities in one of the following alternatives: Alternative A - Rocketry 1. Explain the safety code for rocketry and be

4 able to identify the principal parts of a rocket. 2. Describe how solid and liquid propellant rocket motors work. 3. Build, launch, and recover a single or double-staged model rocket. 4. Make a second launch to accomplish a specific objective. For example, carrying a fragile payload, aerial photography, altitude measurement, temperature measurement, parachute recovery, remote control, building a launch controller or launch pad. Notes This activity must follow the appropriate BMFA/ UKRA safety codes on Rocketry. Alternative B - Space exploration 1. Describe how space satellites and probes have added to our knowledge of the Solar System. 2. Build an accurate scale model of a space exploration vehicle. Find out about its design, function, and basic operation. Be able to help others learn about your vehicle. 3. Design an inhabited base space colony. What conditions will you need to overcome to ensure suitable living arrangements, energy sources, special equipment, health and safety needs, and environmental protection or danger? Share and explain your design or model with others. 4. Using photographs, news clippings, articles from the internet etc, mount a display about a current space mission and share your findings with others. Alternative C - Space port 1. With a group of Scouts, plan and participate in a themed 'Space Camp' or event, undertaking appropriate activities. 2. Assist in organising a visit to a space centre, museum, planetarium or rocketry enthusiasts group and share your experiences with an adult or other Scouts. 3. Make a list of the things an astronaut must have to survive for 14 days in a closed capsule, indicating how much of each is needed. able to identify the principal parts of a rocket. 2. Describe how solid and liquid propellant rocket motors work. 3. Build, launch, and recover a single or double-staged model rocket. 4. Make a second launch to accomplish a specific objective. For example, carrying a fragile payload, aerial photography, altitude measurement, temperature measurement, parachute recovery, remote control, building a launch controller or launch pad. Notes This activity must follow the appropriate BMFA/ UKRA safety codes on Rocketry. Alternative B - Space exploration 1. Describe how space satellites and probes have added to our knowledge of the Solar System. 2. Build an accurate scale model of a space exploration vehicle. Find out about its design, function, and basic operation. Be able to help others learn about your vehicle. 3. Design an inhabited base space colony. What conditions will you need to overcome to ensure suitable living arrangements, energy sources, special equipment, health and safety needs, and environmental protection or danger? Share and explain your design or model with others. 4. Using photographs, news clippings, articles from the internet etc, mount a display about a current space mission and share your findings with others. Alternative C - Space port 1. With a group of Scouts, plan and participate in a themed 'Space Camp' or event, undertaking appropriate activities. 2. Assist in organising a visit to a space centre, museum, planetarium or rocketry enthusiasts group and share your experiences with an adult or other Scouts. 3. Find out about careers in the space industry. 4. Find out about careers in the space industry. Canoeist 1. Qualify for the British Canoe Union's Change of name to Paddle Sports

5 Notes Paddlepower Passport. Reference should be made to the activity rules in chapter nine of Policy, Organisation and Rules and the Adventurous Activity Permit Scheme. Cyclist 1. Use a bicycle that is properly equipped and kept in good working order for at least six months. 2. Demonstrate an ability to carry out essential maintenance and repairs, including the following: a. check and adjust the brakes b. check and adjust the gear change c. adjust the seat and handlebars to a correct height d. remove a wheel and locate and repair a puncture e. check and adjust your cycle helmet f. maintain a set of lights 3. Complete the requirements in one of the following alternatives: Alternative A 1. Explain what extra precautions should be taken when cycling in the dark or in wet weather. Understand why motor vehicles take longer to stop in the wet. 2. Demonstrate an ability to control a cycle along a slalom course. 3. Show an understanding of the Highway Code, including road signs and helmet use. 4. Have a basic knowledge of first aid and what to do in the case of accidents. 5. Have a working knowledge of map reading. Be able to orientate a map using a compass or conspicuous features. Be able to estimate distances and times taken to travel. 6. Plan and carry out an all day cycle ride of not less than 40 kilometres (25 miles). Alternative B 1. Have an understanding of The Scout Association's rules for taking part in adventurous activities. 2. Demonstrate an understanding of the Mountain Bike Code of Conduct. Cyclist 1. Use a bicycle that is properly equipped and kept in good working order for at least six months. 2. Demonstrate an ability to carry out essential maintenance and repairs, including the following: a. check and adjust the brakes b. check and adjust the gear change c. adjust the seat and handlebars to a correct height d. remove a wheel and locate and repair a puncture e. check and adjust your cycle helmet f. maintain a set of lights 3. Complete the requirements in one of the following alternatives: Alternative A 1. Explain what extra precautions should be taken when cycling in the dark or in wet weather. Understand why motor vehicles take longer to stop in the wet. 2. Have a basic knowledge of first aid and what to do in the case of accidents. 3. Have a working knowledge of map reading. Be able to orientate a map using a compass or conspicuous features. Be able to estimate distances and times taken to travel. 4. Plan and carry out an all day cycle ride of not less than 40 kilometres (25 miles). Either: 5. Demonstrate an ability to control a cycle along a slalom course. 6. Show an understanding of the Highway Code, including road signs and helmet use. Or: gain Bikeability Level 2 or 3 Alternative B 1. Have an understanding of The Scout Association's rules for taking part in

6 3. Demonstrate the ability to control the cycle over different types of terrain. 4. Show an understanding of the damage that may be caused to the environment through careless cycling across the countryside. 5. Have a basic knowledge of first aid, including the treatment of hypothermia and know what to do in the case of an accident. 6. Have a working knowledge of map reading. Be able to orientate a map using a compass or conspicuous features. Be able to estimate distances and times taken to travel. 7. Plan and carry out an all day ride of not less than 30 kilometres (20 miles). Alternative C Achieve the Gold Trix Award of the British Schools Cycling Association. My Faith 1. Take an active part at your place of worship. This might include, getting involved in community work, taking a special part in services or celebrations or following a training or study programme. 2. Complete the following: a. Find out more about the origins of your faith and share what you found out with others in the Troop. b. Explore some aspect of the history of your faith at a local, national or international level. This could be done by learning about influential people or by visiting a shrine or other holy place. 3. Be able to explain to an adult some of the teachings of your faith and how these affect the way you live your life. adventurous activities. 2. Demonstrate an understanding of the Mountain Bike Code of Conduct. 3. Demonstrate the ability to control the cycle over different types of terrain. 4. Show an understanding of the damage that may be caused to the environment through careless cycling across the countryside. 5. Have a basic knowledge of first aid, including the treatment of hypothermia and know what to do in the case of an accident. 6. Have a working knowledge of map reading. Be able to orientate a map using a compass or conspicuous features. Be able to estimate distances and times taken to travel. 7. Plan and carry out an all day ride of not less than 30 kilometres (20 miles) on un-paved tracks. Alternative C 1. Achieve the Gold Trix Award of the British Schools Cycling Association. Alternative D 2. Achieve the Level 3 Go-MTB Award of Scottish Cycling. British Schools Cycling Association Go MTB Awards My Faith 1. Take an active part at your place of worship. This might include, getting involved in community work, taking a special part in services or celebrations or following a training or study programme. 2. Complete the following: a. Find out more about the origins of your faith and share what you found out with others in the Troop. b. Explore some aspect of the history of your faith at a local, national or international level. This could be done by learning about influential people or by visiting a shrine or other holy place. 3. Be able to explain to an adult some of the teachings of your faith and how these affect the way you live your life. A young person who has been confirmed,

7 had their Bat Mitzvah or Bar Mitzvah or similar faith life experience will only need to do the following activity to qualify for this badge: Take part in a Scouting activity relating to their faith World Faiths activities below. 1. Complete one of the following activities: a. Visit a place of worship for a faith other than your own and find out the differences between this building and your own place of worship b. Attend a religious festival from a faith different to your own. 2. Complete one of the following activities: a. Learn about the life of a founder or a prominent leader of a Faith (such as Prince Siddartha Gautama, Mohammed, Jesus Christ, Mahatma Gandhi or a saint such as St George) b. Find out about someone whose faith has had a significant impact upon his or her life. 3. Read a sacred text from another faith and show how it compares it with a similar teaching from to your own faith. 4. Find out how following the teachings of another faith affects an individual's daily life. This could include food or dietary laws, rituals, prayers or religious observances. Water Sports Complete one of the following requirements: 1. Qualify for the Watermanship Proficiency Award of the Amateur Rowing Association. 2. Qualify for the Snorkel Diver Award of the British Sub-aqua Club. 3. Qualify for the British Surfing Association's Junior Scheme Level 3 Award. 4. Qualify for the Bronze Grade of the British Water Ski Federation. 5. Qualify for the Royal Yachting Association National Windsurfing Scheme Level Qualify for the Discover Scuba Diving Award World Faiths activities below. 1. Complete one of the following activities: a. Visit a place of worship for a faith other than your own and find out the differences between this building and your own place of worship. Examples include Gurdwara, temple, Mosque, Church or Synagogue. b. Attend a religious festival from a faith different to your own. 2. Complete one of the following activities: a. Learn about the life of a founder or a prominent leader of a Faith other than your own (such as Prince Siddartha Gautama, Mohammed, Jesus Christ, Mahatma Gandhi or a saint such as St George) b. Find out about someone from another faith, whose faith has had a significant impact upon his or her life. 3. Read a sacred text from another faith and show how it compares it with a similar teaching from to your own faith. 4. Find out how following the teachings of another faith affects an individual's daily life. This could include food or dietary laws, rituals, prayers or religious observances. Water Sports 1. Qualify for the British Rowing Learn to Row Passport Stage Qualify for the Snorkel Diver Award of the British Sub-aqua Club. 3. Qualify for the British Surfing Association's Junior Scheme Level 3 Award. 4. Qualify for the British Water Ski & Wakeboard Cutting Edge Bronze award 5. Qualify for the Royal Yachting Association National Windsurfing Scheme Level Qualify for the Discover Scuba Diving Award of the Professional Association of Diving

8 Notes of the Professional Association of Diving Instructors. UK Headquarters can provide alternative requirements for water sports not catered for in the above. A Scout can gain more than one Badge. Reference should be made to the activity rules in chapter nine of Policy, Organisation and Rules and the Adventurous Activity Permit Scheme. Notes Instructors. UK Headquarters can provide alternative requirements for water sports not catered for in the above. A Scout can gain more than one Badge. Reference should be made to the activity rules in chapter nine of Policy, Organisation and Rules and the Adventurous Activity Permit Scheme.